2010 December and June 2011 Graduate
Exit Survey FINDINGS
INSTITUTIONAL PLANNING
UNIVERSITY OF CAPE TOWN
ERSITY OF CAPE TOWN
Table of contents
Section 1: context
1.1
Introduction
1.2
Survey instrument
1.3
Survey method
3
Section 2: 2010/11 findings
4
Section 3: analysis
5
3.1 First destination (table 3)
3.2 Overall experience of studying at UCT (table 10.1-10.8)
Addendum A: Tables of Findings
14
Table 1a: Profile of all 2010 Dec and 2011 June graduates by degree/diploma type and faculty
Table 1b: Profile of all 2010 Dec and 2011 June respondents by degree/diploma type and faculty
Table 1c: Profile of 2010 Dec and 2011 June respondents to 2010 Dec and 2011 June graduates by
degree/diploma type and faculty
Table 2: 2010 Dec and 2011 June respondents: final year average by degree/diploma and faculty
Table 3: 2010 Dec and 2011 June respondents: first destination by degree/diploma and faculty
Table 4: 2010 Dec and 2011 June employed respondents: locations of employers by degree/diploma and
faculty
Table 5: 2010 Dec and 2011 June employed respondents: income brackets of employed respondents by
degree/diploma and faculty
Table 6: 2010 Dec and 2011 June employed respondents: nature of employment by degree/diploma and
faculty
Table 10.1: Emphasis placed on providing an intellectually stimulating environment for students
Table 10.2: Emphasis placed on encouraging student participation in course and programmes that encourage
the social consciousness
Table 10.3: Emphasis placed on encouraging student involvement in courses outside the conventional curricula
Table 10.4: Emphasis placed on exposing students to a culturally and internationally diverse community of
scholars
Table 10.5: Emphasis placed on providing internationally competitive and locally relevant degrees
Table 10.6: Emphasis placed on providing access to a rich array of social, cultural, sporting and leadership
opportunities
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Table 10.7: Emphasis placed on preparing students for further studies after completing UCT degree/diploma
at both local and international institutions
Table 10.8: Emphasis placed on preparing students for the world of work after they have completed studies
Addendum B: 2010 graduate exit survey questionnaire
52
Section 1: Personal details of respondents
Section 2: Main activity of respondents
Section 3: Employment details of respondents
Section 4: Information on further studies
Section 5: Overall experience of studying at UCT
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SECTION 1: CONTEXT
1.1
INTRODUCTION
At each June and December Graduation, the Institutional Planning Department (IPD) conducts the
Graduate Exit Survey (GES) that forms part of the First Destinations Project.
The First Destinations Project examines the post-graduation activities and intentions of each group of
graduates; in order to assess their impressions on how useful and applicable their studies where in
preparing them for the workplace and further study. The project thus captures information on how
and where recent graduates found employment, chose to continue their studies as well as the overall
experience of studying at UCT.
The first Graduate Exit Surveys were carried out amongst the June 1997 group of graduates. Since
then, the surveys have become a routine component of university’s graduation proceedings. It’s
important to note that the 2010 GES survey is somewhat different from previous surveys as it marks
the introduction of particular questions relating to the university mission statement and strategic
goals. This report will discuss thus the Exit Survey findings for the December 2010 graduates.
1.2
SURVEY INSTRUMENT
The survey instrument consists largely of “closed” type questions and was designed to comply with
the following criteria:
 short completion time (about 5 minutes) to prevent “bottleneck” formation in the ticket
and gowns distributions process;
 obtaining a permanent postal address for each graduate to be used in follow-up surveys;
as well as a unique student number that enables the retrieval of additional information
(e.g. biographic data and academic performance information) from a MS Access database
(which derives from PeopleSoft 9);
 obtaining information about the main activity of each graduate after graduation (i.e.
employment, further study, seeking employment etc.), employer details and the nature of
further studies;
 Determining the overall learning experience of graduates and their participation in career
development activities offered by the UCT Careers Service.
The questionnaire is printed on A3 sheet of paper and folded to form an A4 size leaflet. The front
page of the leaflet contains a brief congratulatory note and some information about the Graduate
Recruitment Portal. The last item on the questionnaire, is followed by a” Thank-you” note to the
respondent.
1.3
SURVEY METHOD
Prior to each graduation ceremony, the survey questionnaire is administered to graduates at the
point of gown/ticket collection. Each graduate (up to and including the Doctorate level) is asked to
complete a questionnaire (at one of a series of tables provided for this purpose). When the leaflet is
completed, the graduate hands it in to the staff at the graduation ticket tables before receiving
his/her graduation tickets and gown. If a graduate is unable to collect his/her tickets and gown, the
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person collecting on their behalf is given a blank questionnaire and a postage paid envelope with
instructions for the actual graduate to complete and return the questionnaire.
The survey responses are coded and captured into a MS Excel spread sheet, which is imported into
the Student Performance Database. The student numbers on the completed questionnaires are then
used to extract the following additional information from the database for each respondent:
 Biographic data (population group, gender and date of birth).
 Matric information (school code, Matric authority, Matric points and faculty points).
 A synopsis of each respondent’s UCT academic record which includes, year of first
registration, final year majors (where applicable), final year course results and information
on prior qualifications completed at UCT. This information was used to calculate the final
year average by Degree/Diploma and Faculty in table 2.
The analysis below discusses and correlates (where applicable), the information captured in the
survey responses with this additional information mentioned above.
SECTION 2: 2010 FINDINGS
A total of 6273 UCT students completed their studies and graduated in December 2010 and June
2011 and out of these 59% (3720) completed the2010 December and 2011 June Exit Questionnaire.
The response rates varied considerably from faculty to faculty as well qualification type to
qualification type1. Table 1c in addendum A clearly shows that the highest response rates were
recorded amongst Professional First Bachelor (77%), PG Bachelor graduates (76%) and ThreeYear
Bachelor graduates (70%) The lowest response rates were recorded amongst PG Diploma graduates
(40%), Masters graduates (44%) and Honours graduates (48%).
A summary of the survey findings can be found at the end of this report in Addendum A. The
summery is presented in tabular format by qualification type and faculty of graduation mainly looking
at:
 The profile of 2010 December and June 2011 respondents.
 The profile of 2010 and June 2011 graduates.
 The profile of December 2010 and June 2011 respondents to December 2010 and June
2011 graduates.
 Final Year average of respondents.
 First destination (main activity in 2011/12) of respondents.
 Employed respondents: locations of employers
 Income brackets of employed respondents.
 Employed graduates: nature of employment.
 Employed respondents: employment related to qualification.
 Respondents studying further: nature of further studies.
1
The survey response rates of each qualification by faculty appear in individual faculty summaries which are published as separate
reports.
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 Respondents studying further: institution of choice.
 Respondents’ experience of studying at UCT: to what extent was providing an intellectually
stimulating environment emphasised?
 Respondents’ experience of studying at UCT: to what extent was participating in programmes
that encourage social consciousness of students emphasised?
 Respondents’ experience of studying at UCT: to what extent was involvement in courses
outside the conventional curricular emphasised?
 Respondents’ experience of studying at UCT: to what extent was the exposure to culturally
and internationally diverse community of scholars emphasised.
 Respondents’ experience of studying at UCT: to what extent were degrees that are
internationally competitive and locally relevant emphasised.
 Respondents’ experience of studying at UCT: to what extent was access to a rich array of
social, cultural, sporting and leadership opportunities emphasised.
 Respondents’ experience of studying at UCT: to what extent was preparation of graduates for
further studies, both locally and internationally, emphasised.
 Respondents experience of studying at UCT: to what extent was preparing graduates for the
working world emphasised.
SECTION 3: ANALYSIS
The analysis will mainly focus on the following faculties and qualifications as they have the highest
response rates.



Three year bachelor respondents in: Commerce (COM), Engineering and Built Environment
(EBE) Humanities (HUM) and Science (SCI).
Professional first bachelor respondents in EBE, Commerce and Health Science (HEA).
Honours respondents in Commerce, EBE, Humanities and Science
3.1 FIRST DESTINATION (Table 3)
This section will explore the main activities of December 2010 and June 2011 GES respondents after
graduation. Out of the 3720 respondents who completed the December 2010 and June 2011
graduate exit surveys: 43% indicated that they were employed, 16% indicated that they were seeking
employment, 24% indicated that they were studying whereas 10% indicated that they were seeking
further studying.
When looking at the three year bachelor qualifications, the analysis found that the three largest
proportions of all three year bachelor respondents will be studying (47%), seeking further study
(18%) or seeking employment (15%) in 2011/12. In all four faculties (COM, EBE, HUM and SCI) chosen
for the purpose of the analysis, the majority proportion of respondents indicated that they will be
studying further in 2011/12. In COM, the three largest proportions of respondents reported that they
will be studying (48%), seeking studying (19%) or seeking employment (16%) in 2011/12. Whereas,
38% of EBE respondents said that they will be employed, 23% seeking employment and 16%
employed in 2011/12. In HUM, 45% of the respondents indicated that they will study in 2011/12
whereas equal proportions of 17% each indicated they will be seeking employment or seeking
studying. SCI respondents on the other hand primarily indicated that they will either be studying
(54%) or seeking further study (22%) in 2011/12.
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50% of all professional first bachelor respondents reported that their main activity in 2011/12 will be
employment, 20% indicated they will be studying and 16% indicated that they will be seeking
employment in 2011/12. At faculty level, the largest proportion of COM respondents 42% indicated
that they will be studying further in 2011/12, 27% indicated that they will be employed whereas 17%
indicated that they will be seeking employment. 38% EBE of the respondents reported that their
main activity that they would be employed, 23% indicated that they would be looking for
employment and 16% said that they would be employed. The largest proportion (95%) of HEA
respondents on the other hand primarily reported that in they will be employed in 2011/12.
The three largest proportions of all honours respondents indicated that their main activities in
2011/12 will be employment (34%), seeking employment (20%) and studying (22%). In COM the
largest proportion of respondents 52 out of 76 (68%) indicated that they will be employed in 2011/12
whereas 14% indicated that they will be seeking employment. 30% of EBE respondents reported that
they will be employed, 37% said that they will be seeking employment and 26% said that they would
be studying in 2011/12. HUM followed the same trend as EBE, 28% of HUM respondents indicated
that their main activity in 2011/12 will be employment whilst equal proportions of 22% each
indicated that they will either be seeking employment or studying further. In contrast to the other
three faculties, the largest proportion of SCI respondents (30%) indicated that they were studying
further in 2011/12, 22% indicted that they will be seeking further study whilst 18% indicated that
the will be employed in 2011/12.
3.2 OVERALL EXPERIENCE OF STUDYING AT UCT: TO WHAT EXTENT WERE THE FOLLOWING
FACTORS EMPHASISED? (Table 10.1-10.8)
In this section of the report the 2011/12 GES respondents were asked to think about their experience
of studying at UCT and indicate to what extent the factors outlined below were emphasised. The
responses were numbered from 5-1 (with the highest point being 5 and the lowest point being 1).
3.2.1 PROVIDING AN INTELLECTUALLY STIMULATING ENVIRONMENT
The respondents were asked to indicate to what extent was the provision of an intellectually
stimulating environment emphasised? Out of the 3720 GES respondents 25% rated UCT 5, 39% rated
UCT 4 and 24% rated UCT 3 for providing students with an intellectually stimulating environment.
The majority proportion of all three year bachelor respondents (54%) indicated that UCT placed a
very strong emphasis on providing an intellectually stimulating environment by rating the university 5
out of 5; whereas the second largest proportion (34%) rated UCT 4 out of 5. all four faculties (COM,
EBE, HUM, SCI) chosen for the purpose of the analysis followed the above trend. The majority
proportions of three year bachelor respondents in all four faculties rated UCT 5 out 5 for the
provision an intellectually stimulating environment during their studies: COM (58%), HUM (55%), SCI
(52%) and EBE (42%). Whereas, the second largest proportions of respondents in all four faculties
rated UCT 4 out 5: COM (32%), EBE (33%), HUM (36%) and SCI (34%).
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The largest proportion of all professional first bachelor respondents (50%) rated UCT 5 out 5 for the
emphasis UCT placed on providing an intellectually stimulating environment whilst the second largest
proportion (37%) rated UCT 4. Again, all three faculties (COM, EBE, and HEA) selected for the
purpose of the analysis followed a similar rating pattern as above. In COM, 46% of the respondents
rated UCT 5 out 5 for the emphasis placed on providing an intellectually stimulating environment
whilst 42% rated UCT 4 out of 5. 46% of EBE respondents rated UCT 5 for the emphasis placed on
providing an intellectually stimulating environment; whilst 37% rated UCT 4. Similarly in HEA, 55% of
the respondents rated UCT 5 out 5 for the emphasis placed on providing an intellectually stimulating
environment for students whilst 32% rated UCT 4 out of 5.
At honours level, the largest proportion of all honours respondents (44%) rated UCT 5out 5 for the
emphasis placed on providing an intellectually stimulating environment; whilst the second largest
proportion (42%) rated UCT 4 out 5. At faculty level, the majority proportions of HUM (48%) and SCI
(47%) respondents rated UCT 5 out of 5 for the emphasis it placed providing an intellectually
stimulating environment; whereas, the second largest in HUM (41%) and SCI (38%) rated UCT 4. In
contrast, the majority proportions of COM (43%) and EBE (56%) respondents rated UCT 4 out 5 for
the emphasis placed on providing an intellectually stimulating environment; whereas, the second
largest proportions of respondents in both faculties gave a rating of 5 out of 5 (33% in COM and 37%
in EBE).
3.2.2 PARTICIPATION IN COURSES AND PROGRAMMES THAT ENCOURAGE THE SOCIAL
CONSCIOUSNESS OF STUDENTS
In this section the respondents were asked to indicate the extent to which participation in courses or
programmes that promote the social consciousness of students was emphasised? Out of the total
number of respondents (3720), 51% rated UCT 5 and 37% rated UCT 4 for the emphasis placed on
encouraging students to participate in courses or programmes that promote social consciousness.
40% of all three year bachelor respondents rated UCT 4 for the emphasis placed on encouraging
students to participate in courses or programmes that promote social consciousness; whereas 27%
rated UCT 5 and 23% rated UCT 3. At faculty level, HUM and EBE followed a similar rating pattern.
The majority proportions in both faculties rated UCT 4 out of 5 (40% in HUM and 37% in EBE) for the
emphasis placed on encouraging students to participate in courses or programmes that promote
social consciousness; whereas, the second and third largest proportions in both faculties rated UCT 5
(33% in HUM and 27% in EBE) and 3 (33% in HUM and 27% in EBE), respectively. COM and SCI
respondents also followed a similar rating pattern which was slightly different from the above. The
three largest proportions of COM respondents rated UCT: 5 (21%), 4 (44%) and 3 (24%), whereas, the
three largest proportions of SCI respondents rated UCT: 5 (18%), 4(37%) and 3 (31%); for the
emphasis placed on encouraging students to participate in courses or programmes that promote
social consciousness.
The three largest proportions of professional first bachelor respondents rated UCT as follows: 5
(22%), 4 (39%) and 3 (25%) for the emphasis placed on encouraging students to participate in courses
or programmes that promote social consciousness. At faculty level, the analysis revealed that only
13% of COM respondents rated UCT 5 for the emphasis placed on encouraging students to
participate in courses or programmes that promote social consciousness; whereas, 42% rated UCT 4
and 24% rated UCT 3. EBE followed a similar trend, 17% of EBE respondents rated UCT 5 out of 5 for
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the emphasis placed on encouraging participation in courses or programmes that promote the social
consciousness students; whereas, 38% rated UCT 4 and 28% rated UCT 3. In HEA, the respondents
seemed to rate UCT higher for the emphasis placed on encouraging participation in courses or
programmes that promote the social consciousness students; 35% of HEA respondents rated UCT 5
out of 5, 39% rated UCT 4 and 16% rated UCT 3.
The three largest proportions of all honours respondents rated UCT: 5 (22%), 4 (36%) and 3 (29%) for
the emphasis placed on encouraging students to participate in courses or programmes that promote
the social consciousness. At faculty level, the most significant proportions of COM respondents rated
UCT 5 (12%), 4 (32%) and 3 (30%); this was in contrast to the three largest proportions of EBE
respondents who rated UCT: 5 (35%), 4 (43%), and 3 (20%) for encouraging students to participate in
courses or programmes that promote the social consciousness of students. The three largest
proportions of HUM respondents followed a similar pattern as the EBE respondents with 25% rating
UCT 5, 38% (4) and 25% (3)5. SCI respondents on the other hand followed a slightly different rating
pattern when compared to the other three faculties. The largest proportion of SCI respondents (42%)
rated UCT 3 out of 5 for encouraging students to participate in courses or programmes that promote
social consciousness; whereas, 34% rated UCT 4 and 13% rated UCT 5.
3.2.3 INVOLVEMENT IN COURSES OUTSIDE THE CONVENTIONAL CURRICULA
In this section, the respondents were asked to indicate the extent to which they were encouraged to
participate in courses outside the conventional curricula. The three largest most significant
proportions of the 3720 GES respondents rated UCT, 5 (16%), 4 (28%) and 3 (32%); for the emphasis
placed on encouraging students to participate in courses that fall outside the conventional curricula.
When looking at all three year bachelor respondents the analysis found that a very small percentage
of respondents (14%) rated UCT 5 for the emphasis placed on encouraging students to participate in
courses that fall outside the conventional curricula; more significant proportions of three year
bachelor repondents rated UCT: 4 (28%), 3 (35%) and 2 (13%). In all four faculties chosen for the
purpose of the analyses, the majority proportions of respondents rated the emphasis placed by UCT
on encouraging students to participate in courses that fall outside the conventional curricula 3 out of
5. In COM, 31% of the respondents rated UCT 3 out 5, 30% rated UCT 4 out 5 whereas 14% rated UCT
5 out of 5 and 12% rated UCT 2 out 5; for the emphasis placed on encouraging students to participate
in courses that fall outside the conventional curricula. In EBE, 10% of the respondents rated UCT 5 for
the emphasis placed on encouraging students to participate in courses that fall outside the
conventional curricula; whereas, 24% rated UCT 4, 29% (3) and 21% (2). HUM respondents followed
the same pattern as COM. 37% of HUM respondents rated UCT 3, 27 % rated UCT 4 and 16% rated
UCT 5 for encouraging students to get involve in courses that fall outside the conventional
curriculum. The rating pattern of SCI respondents on the other hand resembled that of EBE. 36% of
SCI respondents rated UCT 3 out of 5 for the emphasis placed on encouraging students to participate
in courses that fall outside the conventional curricula; whereas, 30% rated UCT 4 and 13% rated UCT
2.
The majority proportion of all professional first bachelor respondents (33%) rated UCT 3 out of 5 for
the emphasis placed on encouraging students to participate in courses that fall outside the
conventional curricula; whilst the second and third largest proportions rated UCT 4 (24%) and 5(16%),
respectively. In COM, the most significant proportions of respondents rated UCT as follows 3 out 5
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(35%), 4 out 5 (22%), 2 out of 5 (18%); for encouraging students to participate in courses that fall
that fall outside the conventional curricula. EBE followed the same trend as COM with 34% of the
respondents rating UCT 3, 30% rating UCT 4 and 13% rating UCT 2. The three largest proportions of
HEA respondents on the other hand rated UCT 3 (29%), 5 (25%) and 4 (21%) for encouraging students
to participate in courses that fall outside the conventional curricula.
The largest proportion (30%) of all honours respondents rated UCT 3 out of 5 for promoting
involvement in courses that fall outside the conventional curricula; whereas, other significant
proportions rated UCT 4 out of 5 (27%), 5 out of 5 (15%) and 2 out of 5 (15%). The analysis revealed
that all four faculties chosen followed a similar trend. In COM, 30% of respondents rated UCT 3, 25%
(4), 20% (2) and 8% (5) for encouraging students to participate in courses that fall outside the
conventional curricula. Similarly in EBE, the Five largest proportions of respondents rated UCT 3
(43%), 4 (22%), 2 (20%), 5 (15%) and 2 (15%); for encouraging students to participate in courses that
fall outside the conventional curricula. The most significant groups of HUM respondents followed a
similar trend as EBE, HUM respondents rated the university: 4 (33%), 3 (25%), 2 (15%) and 5 (15%);
for encouraging students to participate in courses that fall outside the conventional curricula. SCI on
the other hand followed a similar pattern as COM with the three largest proportions of SCI
respondents rating UCT 3 (33%), 4 (23%), 5 (18%) and 2 (12%).
3.2.4 EXPOSURE TO A CULTURALLY AND INTERNATIONALLY DIVERSE COMMUNITY OF SCHOLARS
The respondents were then asked to indicate the extent to which they were exposed to a culturally
and internationally diverse community of scholars. The three most significant proportions of all
2011/12 GES respondents rated UCT: 5 (40%), 4 (32%) and 3 (16%) for exposure to a culturally and
internationally diverse community of scholars.
46% of all three year bachelor respondents thought that UCT placed very strong emphasis on
exposing students to a culturally and internationally diverse community of scholars by rating the
university 5 out of 5; other significant proportions rated UCT 4(32%) and 3 (12%). In all four faculties
chosen for the analysis the majority proportions of respondents rated UCT 5 out of 5 with: 44% in
COM, 35% in EBE, 50% in HUM and 40% in SCI. This was the case for the second largest proportions
of three year bachelor respondents in all four faculties. As they all rated UCT 4 out 5 for exposing
students to a culturally and internationally diverse community of scholars with 34% in COM, 27% in
EBE, 33% in HUM and another 33% in SCI. Additionally, a significant amount of EBE respondents
(21%) rated UCT 3 out of 5. This is in contrast to the other faculties which had smaller numbers of
respondents rating UCT 3 out of 5 [COM (10%), HUM (11%) and SCI (15%)] for the emphasis placed
on exposing students to a culturally and internationally diverse community of scholars.
The majority proportion of all professional first bachelor respondents (46%) rated UCT 5 out of 5 for
the emphasis placed on exposing students to a culturally and internationally diverse community of
scholars; whilst, the second and third largest proportions rated UCT 4 (32%) and 3 (12%),
respectively. The first professional bachelor respondents followed a similar trend as the three year
bachelor respondents. The majority proportions of professional first bachelor respondents in all
three faculties chosen for the analysis rated UCT 5 out 5; for the emphasis placed on exposing
students to a culturally and internationally diverse community of scholars- COM (36%), EBE (38%),
and HEA (44%). Likewise, the second largest proportions of respondents in all three faculties rated
UCT 4 out of 5 with 33% in COM, 32% in EBE and 26%. Significant proportions of professional first
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bachelor respondents rated UCT 3 out of 5 for the emphasis placed on exposing students to a
culturally and internationally diverse community of scholars with 19% in COM, 18% in EBE and 16%
HEA.
The three most significant proportions of all honours respondents rated UCT: 5 (35%), 4 (34%) and 3
(17%) for exposing students to a culturally and internationally diverse community of scholars. At
faculty level, COM respondents rated UCT 5 (26%), 4 (30%) and 3 (22%) for exposure to a culturally
and internationally diverse community of scholars. EBE respondents rated UCT in a similar pattern as
the COM respondents , with 28% of EBE respondents rating UCT 5 out 5, 39% (4 out of 5) and 22%
(3 out of 5). Unlike COM and EBE respondents, the majority proportions of HUM (41%) and SCI (34%)
respondents both rated UCT 5 out of 5, for the emphasis placed on exposing students to a culturally
and internationally diverse community of scholars. The second largest proportions of respondents in
HUM (34%) and SCI (29%) both rated UCT 4 out of 5 for the emphasis placed on exposing students to
a culturally and internationally diverse community of scholars. Very few HUM respondents (12%)
rated UCT 3 out of 5 for the emphasis placed on exposing students to a culturally and internationally
diverse community of scholars when compared to the 22% of SCI respondents.
3.2.5 INTERNATIONALLY COMPETITIVE AND LOCALLY RELEVANT DEGREES
In this section the respondents were asked to indicate the extent to which the provision of
internationally competitive and locally relevant degrees was emphasised? The three most significant
proportions of all 2011/ 12 GES respondents rated UCT as follows: 5 (49%), 4 (33%), 3 (11%); for the
emphasis placed on providing internationally competitive and locally relevant degrees.
The largest proportion of all three year bachelor respondents (51%) indicated that UCT placed very
strong emphasis on providing internationally competitive and locally relevant degrees by rating the
university 5 out of 5; whilst the second largest group (33%) rated UCT 4. The largest proportions of
respondents in all four faculties chosen for the purpose of the analysis rated UCT 5 out 5 for the
emphasis placed on providing internationally competitive and locally relevant degrees with- 60% in
COM, 37% in EBE, 48% in HUM and 51% in SCI. Similarly, the second largest proportions of
respondents in the four faculties selected for the analysis all rated UCT 4 out of 5 for the emphasis
placed on providing internationally competitive and locally relevant degrees (29% in COM, 34% in
EBE, 35% in HUM and 31% in SCI).
Like the three year bachelor respondents, 51% of all first professional bachelor respondents indicated
that UCT placed a very strong emphasis (5 out 5) on providing internationally competitive and locally
relevant degrees; whilst the second largest proportion (31%) rated UCT 4. At faculty level, the
professional first bachelor respondents followed a similar trend as the three year bachelor
respondents. With the largest proportions of respondents in all three faculties indicating that UCT
placed very strong emphasis (5 out 5) on providing internationally competitive and locally relevant
degrees (49% in COM, 47% in EBE and 57% in HEA). In the same way as above, the second largest
proportions of respondents in all four faculties rated UCT 4 (35 % in COM, 31% in EBE, 27% in HEA);
for the emphasis placed on providing internationally competitive and locally relevant degrees.
The three largest proportions of all honours respondents rated UCT- 5 (41%), 4 (37%) and 3 (14%) for
the emphasis placed on providing internationally competitive and locally relevant degrees. EBE and
HEA followed a similar pattern; the largest proportion of respondents in both faculties (48% in EBE
and 56% in HEA) rated UCT 5 out of 5 whereas the second largest proportions in both faculties rated
UCT 4 (39% in EBE and 28% in HEA). The largest proportion of COM respondents (42%), however,
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rated UCT 4 out of 5 for the emphasis placed on providing internationally competitive and locally
relevant degrees; whilst the second largest proportion (30%) rated UCT 5 out 5.
3.2.6 ACCESS TO A RICH ARRAY OF SOCIAL, CULTURAL, SPORTING AND LEADERSHIP
OPPORTUNITIES
The respondents were then asked to indicate the extent to which access to a rich array of social,
cultural, sporting and leadership opportunities was emphasised? The majority proportions of 2011/
12 GES respondents rated UCT 5 (34%), 4 (35%), 3 (19%) for providing students access to a rich array
of social, cultural, sporting and leadership opportunities.
The three largest proportions of three year bachelor respondents rated UCT 5 (39%), 4 (35%) and 3
(17%) for providing students access to a rich array of social, cultural, sporting and leadership
opportunities. In the four faculties selected for the analysis, the majority proportions of three year
bachelor respondents all rated UCT 5 out 5 for the emphasis placed on providing students access to a
rich array of social, cultural, sporting and leadership opportunities (42% in COM, 32% in EBE, 40% in
HUM and 37% in SCI). The same applied to the second largest proportions of respondents in all the
four faculties- they all rated UCT 4 for the emphasis placed on providing students access to a rich
array of social, cultural, sporting and leadership opportunities; with 42% in COM, 32% in EBE, 40% in
HUM and 37% in SCI. Furthermore, significant numbers of three year bachelor respondents rated UCT
3 out of 5 for the emphasis placed on providing students access to a rich array of social, cultural,
sporting and leadership opportunities; with 22% in EBE, 18% in HUM and 18% in SCI. In COM,
however, the number was reasonably lower (12%) when compared to the other three faculties.
36% of all professional first bachelor respondents rated UCT 5 out of 5 for providing students access
to a rich array of social, cultural, sporting and leadership opportunities; whilst another 36% rated UCT
4 and 17% rated UCT 3. The largest proportions of COM (41%) and EBE (38%) respondents rated UCT
4 out of 5 for the emphasis placed by the university on providing access to a rich array of social,
cultural, sporting and leadership opportunities whilst 40% of HEA respondents rated 5. The second
largest proportions of first professional bachelor respondents in COM (35%) and EBE (34%) rated
UCT 5 for providing access to a rich array of social, cultural, sporting and leadership opportunities
whilst the second largest proportion of HEA first professional bachelor respondents (31%) rated UCT
5. Significant numbers of professional bachelor respondents also rated UCT 3 out of 5, more so in EBE
(19%) than COM (15%) and HEA (16%)
Out of the 421 honours respondents who took part in the survey 35% rated UCT 4, 29% rated UCT 5
and 25% rated UCT 3 for providing access to a rich array of social, cultural, sporting and leadership
opportunities. Unlike, the professional bachelor respondents, majority of honours students in COM
(36%), EBE (39%), HUM (34%) and SCI (37%) all rated the university 4 out of 5 for the emphasis
placed on providing access to a rich array of social, cultural, sporting and leadership opportunities. In
COM the second largest proportions of respondents (33%) rated UCT 3 out of 5 for the emphasis
placed on providing access to a rich array of social, cultural, sporting and leadership opportunities;
whilst the second largest proportions of respondents in EBE (37%), HUM (31%) and SCI (33%) rated
the university 5 out of 5. Additionally, 25% of HUM respondents and 22% of EBE respondents rated
UCT 3 for the emphasis placed on providing access to a rich array of social, cultural, sporting and
leadership opportunities whilst 12% of COM respondents rated UCT 5.
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3.2.7 PREPARATION FOR FURTHER STUDIES AFTER COMPLETING UCT DEGREE/DIPLOMA AT BOTH
LOCAL AND INTERNATIONAL INSTITUTIONS
In this section the respondents were asked to indicate how well their UCT degree/ diploma prepared
them for further studies both internationally and locally; out of the 3720 GES respondents: 40% rated
UCT 5, 36% rated UCT 4 and 14% rated UCT 3.
The three largest proportions of all three year bachelor respondents rated UCT 5 (42%), 4 (34%) and 3
(15%), for how well their UCT degree/ diploma prepared them for further study both locally and
internationally. The majority proportions of respondents in COM (46%), HUM (43%) and SCI (40%) all
rated UCT 5 out 5 for how well their UCT degree/ diploma prepared them for further study both
locally and internationally; whilst the majority proportion of respondents in EBE (36%) rated UCT 4.
The second largest proportions of respondents in three of the four faculties chosen for the analysis all
rated UCT 4 out 5, for how well their UCT degree/ diploma prepared them for further study both
locally and internationally; with 35% in COM, 35% in HUM and 31% in SCI; whilst the second largest
proportion of EBE respondents (25%) rated the university 5. Unlike the other faculties, EBE had a
significantly larger number of respondents (20%) rating the university 3 for how well their UCT
degree/ diploma prepared them for further study both locally and internationally; whereas only 10%
in COM, 15% in HUM and 16% in SCI.
Out of the 939 professional first bachelor respondents who took part in the 2010/11 survey, 41%
rated UCT 4, 36% rated UCT 5 and 14% rated UCT 3 for how well their UCT degree/ diploma prepared
them for further study both locally and internationally. In COM (44%) and HEA (49%) the largest
proportions of respondents rated UCT 5, for how well their UCT degree/ diploma prepared them for
further study both locally and internationally; whilst the largest proportion of EBE respondents (36%)
rated the university 4. The second largest proportions of respondents in COM (39%) and HEA (31%)
rated UCT 4 for how well their degree/ diploma prepared them for further study both locally and
internationally; this is in contrast to EBE, were the second largest group of respondents rated UCT 5.
EBE also had the largest number of respondents rating UCT 3 (16%) when compared to the other
faculties- Com (10%) and HEA (12%).
The largest proportion of all honours respondents (38%) gave UCT rated 4 out of 5 for the emphasis
placed on preparing students for further study both locally and internationally; whereas 36% rated
UCT 5 and 18% rated UCT 3. At faculty level, HUM and SCI followed a similar pattern. In HUM two
equal proportions of 37% rated UCT 5 out 5 or 4 out of 5, likewise, in SCI two equal proportions of
39% UCT rated UCT 5 out 5 or 4 out 5 for how well their UCT degree/ diploma prepared them for
further study both locally and internationally. Additionally, the second largest proportions of
respondents in SCI and HUM rated UCT 3 out of with 16% in HUM and 18% in SCI. EBE and COM on
the other hand followed different patterns, the largest proportion of EBE respondents (41%) rated
UCT 5 out of 5 and the largest proportion of COM respondents (39%) rated UCT 4, for how well their
UCT degree/ diploma prepared them for further study both locally and internationally. Additionally,
in COM equal proportions of 22% rated UCT 5 and 3 for how well their UCT degree/ diploma
prepared them for further study both locally and internationally; whereas the second and third
largest proportions of EBE respondents rated UCT 4 (39%) and 3 (11%), for how well their UCT
degree/ diploma prepared them for further study both locally and internationally.
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3.2.8 PREPARATION FOR THE WORLD OF WORK AFTER YOUR DEGREE/DIPLOMA
Thinking about their experience of studying at UCT the respondents were then asked to rate how well
their degree/diploma prepared them for the world of work. Out of the 3720 2011/12 GES
respondents 34% rated UCT 2, 32% rated UCT 1 and 21% rated UCT 3 for how their UCT
degree/diploma prepared them for the world of work.
At qualification level, the three largest proportions of all three year bachelor respondents rated UCT
5 (28%), 4 (31%) and 3 (26%) for how well their degree/diploma degree prepared them for the world
of work. COM respondents especially felt their degrees/diplomas prepared them well for the world
of work when compared to the other faculties, with the three largest proportions of COM
respondents rating UCT 5 (38%), 4 (37%) and 3 (15%) . In EBE 17% of the respondents rated UCT 5 for
how well their degree/diploma prepared them for the world; whereas 30% rated UCT 4 and 33%
rated UCT 3. In HUM on the other hand, the three largest proportions of respondents rated UCT 5
(27%), 4 (28%) and 3 (30%) for how well their degree/diploma prepared them for the world; whereas
the three the largest proportions of SCI respondents rated UCT 5 (21%), 4 (31%) and 3 (26%).
The three largest proportions of all professional first bachelor respondents rated UCT 5 (33%), 4
(38%) and 3 (18%) for how their degree/diploma prepared them for the world of work. At faculty
level, COM and EBE followed a similar trend, the three largest proportions of COM respondents rated
UCT 5 (30%), 4 (42%) and 3 (18%), for how their degree/diploma prepared them for the world of
work; In EBE the three largest proportions of respondents rated UCT , 5 (30%), 4 (35%) and 3 (22%).
HEA respondents seemed to be more pleased with how well their UCT degree/diploma prepared for
the world of work when compared to COM and EBE, with 46% of the HEA respondents rating UCT 5
and 37% rating UCT 4.
Honours respondents rated their preparation for the world of work much significantly lower when
compared to the other two qualifications. The three largest proportions of all honours respondents
rated 3 (27%), 2 (33%) and 1 (24%) for how well their UCT degree/diploma prepared for the world of
work. COM and SCI followed a similar trend as above. The three largest proportions of COM
respondents rated their preparation for the world of work: 3 (25%), 2 (34%) and 1 (22%); whilst the
three largest proportions of SCI respondents rated their preparation- 3 (29%), 2 (38%) and 1 (22%). In
EBE equal proportions of 17% rated UCT 4 and 3 for how well their UCT degree/diploma prepared for
the world of work; whilst 37% rated UCT 2 and 28% rated UCT 1. In HUM, 30% of the respondents
rated UCT 3 out of 5 for how well their degree/diploma prepared for the world of work; whilst 28%
rated UCT 2 out of 5 and 23% rated UCT 1 out 5.
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ADDENDUM A: TABLES OF 2010 FINDINGS
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ADDENDUM B: 2010 GRADAUTE EXIT SURVEY QUESTIONAIRE
DECEMBER 2010 GRADUATE EXIT QUESTIONNAIRE
SECTION 1: PERSONAL DETAILS – PLEASE PRINT
Student Number:
Title:
Surname:
First Name:
Permanent Postal Address:
Postal Code:
Home Telephone
Number:
Country:
Work Telephone Number:
Non UCT Email Address :
Cell No:
Degree/Diploma with which you will receive at your graduation ceremony (e.g. BA, MSc.):
Faculty in which you completed your degree/ diploma e.g. (Humanities, Science, EBE)
Would you like to have your contact details captured on the UCT Career Portal (see front cover)?
YES
NO
SECTION 2: YOUR CURRENT MAIN ACTIVITY
Please tick one of the following boxes which best describes the main activity you are currently undertaking, or which you will definitely
begin before 30 March 2011
I am employed, or have arranged employment (including self employment) (please go to Section 3)
I am currently seeking employment (please go to Section 5)
I am currently engaged in or have arranged further study or training (please go to Section 4)
I am currently seeking (or have applied) to undertake further studies or training (please go to Section 5)
I am not available for employment, further study or training (please go to Section 5)
I have not decided what I will be doing after graduation (please go to Section 5)
Travelling (please go to Section 5)
Other, please specify
(please go to Section 5)
SECTION 3: ABOUT YOUR JOB
3.1 Please give the name of your employer (if you are self employed, please state “self”):
3.2 Please give the location (city and province) of your
employer:
3.3 Please give your job title (eg teacher, journalist, secretary
etc) :
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3.4 Is your job contract, temporary or a permanent one? Please
tick box:
Permanent
Fixed term
Contract
3.6 Is your job full-time (more than 30 hours/week) or part time? Please tick box:
Temporary
Don’t know
Full-Time
Part Time
3.7 What is (or will be) the total monthly value of the salary package associated with your job? Please tick box:
<R5000
R5001-R7000
R7001-R9000
R9001-R12000
R12001-R15000
R15001-R20000
>R20000
3.8 To what extent is your job related to the field of study of the degree/diploma you are about to receive?
Please tick box:
Directly related
Somewhat related
Not related
Please go to Section 5
SECTION 4: ABOUT YOUR FURTHER STUDIES
4.1 The title of your course or programme (eg.PG Dip, Honours, Masters, PhD):
4.2 The name of the institution at which you are studying, or will be studying:
4.3 The location (country, city and provence) of this
institution:
Please go to Section 5
SECTION 5: YOUR EXPERIENCE OF STUDYING AT UCT - ALL TO COMPLETE
Thinking of your experience at of studying at UCT, to what extent do you feel that the following aspects were
emphasised? The responses are numbered from 5 to 1 with the highest and lowest points illustrated.
5.1 Providing an intellectually stimulating environment;
Strong Emphasis
5
4
3
2
1
Weak Emphasis
5.2 Participation in courses or programmes that encourage social consciousness of students;
Strong Emphasis
5
4
3
2
1
Weak Emphasis
2
1
Weak Emphasis
2
1
Weak Emphasis
2
1
Weak Emphasis
1
Weak Emphasis
5.3 Involvement in courses outside the conventional curricula;
Strong Emphasis
5
4
3
5.4 Exposure to a culturally and internationally diverse community of scholars;
Strong Emphasis
5
4
3
5.5 Degrees that are internationally competitive as well as locally relevant;
Strong Emphasis
5
4
3
5.6 Access to a rich array of social, cultural, sporting and leadership opportunities;
Strong Emphasis
5
4
3
2
5.7 Preparing you for further studies after completing your degree/ diploma at both local and international institutions?
Strong Emphasis
5
4
3
2
1
Weak Emphasis
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5.8 Preparing you for the world of work after completing your degree/ diploma?
Strong Emphasis
5
4
3
2
1
Weak Emphasis
Thank you for completing the questionnaire.
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